2022届高考英语一轮复习人教版（2019）选择性必修第三册_Unit 3 Environmental Protection 教材串讲课后提升-有答案
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| 名称 | 2022届高考英语一轮复习人教版（2019）选择性必修第三册_Unit 3 Environmental Protection 教材串讲课后提升-有答案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-10-17 09:26:45 | ||
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2022高考一轮复习：选择性必修三 Unit 3 教材串讲提升练
Ⅰ. 阅读理解
A
When she first started learning about the climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the Olympic Mountains to survey the Mount Anderson glacier. But the glacier was gone, melted by the warming climate. Sharp had a deep sense of loss when she discovered the glacier wasn't there anymore.
Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the University of Washington Bothell, US, an idea for a class.
This term, she taught students on the Bothell campus about the emotional burdens of environmental studies. She used the experiences of Native American tribes(部落), scientists and activists, and asked her 24 students to face the reality that there is no easy fix — that “this is such an intractable problem that they're going to be dealing with it for the rest of their lives”．
Student Cody Dillon used to be a climate science skeptic (怀疑论者). Then he did his own reading and research, and changed his mind. Dillon wasn't going into environmental work — he was a computer-science major. Yet, the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration (恢复) projects.
Six months into the work, he decided that Atkinson's class was just what he was looking for — a place where he could discuss his concerns about a changing climate.
Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes.
“We are already changing the planet — so many species are going to be lost, displaced or massively impacted，” she said. “The future isn't going to be what they imagined.”
1. Why did the author mention the case of Fawn Sharp
A. To lay a basis for Fawn Sharp's further research.
B. To prove Fawn Sharp's work is similar to Atkinson's.
C. To lead into the issue of loss caused by climate change.
D. To show scientists' concern about the Mount Anderson glacier.
2. What's the main purpose of Atkinson's class
A. To explore how different people deal with climate change.
B. To get students more concerned about the environmental issue.
C. To find solutions to the environmental issue of Olympic Mountains.
D. To teach students how to conduct research about the environment.
3. Which of the following best explains “intractable” underlined in Paragraph 3
A. Simple. B. Difficult. C. Common. D. Interesting.
4. How did Atkinson's class influence Dillon
A. It made him work as a part-time volunteer for restoration projects.
B. It made him realise a planet-wide climate disaster would happen.
C. It encouraged him to be more involved in environmental protection.
D. It discouraged him to work on restoration projects for the environment.
B
Sasha Olsen, a fourth-grader at Pine Crest School in Fort Lauderdale, is working on releasing a book this summer to illustrate how the state of the oceans affects children.
The 10-year-old went on a trip last summer with her family to Vietnam and Japan. She was horrified at the ocean's pollution levels and dying sea animals. Back home she grew even more disturbed learning about the ocean conditions in South Florida. She sought the help of her cousin Narmina Aliyev. Together, they started a nonprofit, Iwantmyoceanback, in October.
Originally, the group started small, with friends coming together on weekends to clean the beaches in Bal Harbour. Recently, however, it has hosted events to raise funds for beach cleanups and donate to conservation groups. The nonprofit is also trying to broaden its base by tapping into YouTube and other social media.
Sasha has started a YouTube channel where she posts videos from events and has begun a web series called Table Talks. In it, she interviews people from different professions about the oceans. After the interview, she and her guest will create a painting, signed by the guest, which will be auctioned (拍卖) off to raise money to donate to conservation-based organisations.
Jencarlos Canela, a popular Cuban American singer and telenovela star, was one of Iwantmyoceanback's first followers and Sasha's first guest. Canela, who has 3.4 million followers on Instagram, posted about the experience. “Sasha, you can count on me from now on for anything
and congratulations on the work you're doing to keep our oceans clean.
You are so special and very talented！” he wrote.
Sasha and Aliyev hope to extend their work to neighbouring cities such as Hollywood and Miami Beach. “We really want to make ourselves visible and accessible to all，” said Aliyev, the nonprofit's vice president.
5. What do we know about Iwantmyoceanback
A. It was set up by Sasha's cousin.
B. It aims at ocean protection.
C. It was inspired by Sasha's domestic travel.
D. It organises cleanup activities in the neighbourhood.
6. How does Sasha raise money on social media
A. By calling on friends and relatives to donate.
B. By starting a YouTube channel and Table Talks.
C. By interviewing people from different professions.
D. By selling paintings created and signed by her guests.
7. What can we infer from Canela's post on Instagram
A. He is proud of being Sasha's first guest.
B. He is one of Iwantmyoceanback's first followers.
C. He is willing to make contributions to Sasha's project.
D. His followers on Instagram posted about their cleanup experiences.
8. What is the best title of the text
A. Sasha: a Popular Girl on the Social Media
B. Fourth-graders: Devoted to Beach Cleanups
C. A 10-year-old: Making a Difference to a Better Beach
D. A 10-year-old: Working on Releasing a Book This Summer
Ⅱ. 读后续写
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Winter and spring are always rainy in northwest Washington State. But this time the clouds outdid themselves, dipping the town of Oso in twice the usual rainfall.
When the sun at last shone on Saturday, Anna's three older kids ran outside to play with friends. Inside, Anna nursed their youngest, four-month-old Kristian. Suddenly Anna heard a sound — like the roar of a jet. The lights began to shine in an unsteady way. She rushed outside in
time to see a half-mile-wide tsunami (海啸) of mud and sand thundering down the hill toward them. Scared, Anna gathered everyone into the bedroom farthest from the falling hillside.
Kris, Anna's husband, a 31-year-old carpenter, was pulling woods with great effort when he got a hysterical (歇斯底里的) call from Anna.
“The mountain had fallen，” she cried. Houses had been swept away. He knew it was the landslide. The man sped back toward State Route 530 and home. But traffic on SR 530 had come to a stop. The highway and everything on both sides of it were covered with sand, fallen trees, and
chunks of what used to be home. A roof sat in the middle of what had been the road. Kris jumped out of the truck and ran along the highway. Almost immediately, the mud came up to his knees.
After stepping across fallen trees and pieces of walls, he heard a woman scream for help. As he followed the sound through mud that was now waist-high, he found the river was rising. Soon he had to climb over the house to reach the source of the cries, about 100 yards from the road.
He finally reached a dark-haired young woman buried under pieces of walls, furniture, and trees. Her head was bloody and she was holding a baby boy. The baby wasn't looking good, and the mother said she couldn't feel her own legs. Kris kept her talking while he pulled away the wood, metal, and furniture springs trapping the mother and child. At last, he was able to free them.
注意：续写词数应为 150 左右。
Meanwhile, Kris heard a man letting out a cry of pain from the ruins.
____________________________________________________________
____________________________________________________________
____________________________________________________________
With the rescue team now taking the lead in freeing the man, Kris
moved on to rushing home.______________________________________
参考答案
Ⅰ. 阅读理解
A
1-4 CBBC
B
5-8 BDCC
Ⅱ. 读后续写
Meanwhile, Kris heard a man letting out a cry of pain from the ruins.
Stepping toward the house, Kris sank into mud up to his shoulders. His arms and legs were immobilised, but finally he managed to slowly twist his way out of the mud and continued toward the destroyed house. He spotted a man buried in the remnants of the house, whose face was covered with blood. He was buried too deeply for Kris to free him. So Kris climbed up on the roof, found the search and rescue team, and led them to the buried man.
With the rescue team now taking the lead in freeing the man, Kris moved on to rushing home. Hours later, Kris finally reached home and the mud had stopped. He looked around the destroyed house, failing to spot Anna and the kids. Desperate to find them, he checked all cars and houses
nearby and then ran back toward the rescue centre along State Route 530.
Not long after he arrived, the carpenter saw Anna's car coming down the road. Anna pulled over, leaped out, and ran to him. He folded her in his arms close. Softly, he spoke, “Let's go home, Anna.”
Ⅰ. 阅读理解
A
When she first started learning about the climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the Olympic Mountains to survey the Mount Anderson glacier. But the glacier was gone, melted by the warming climate. Sharp had a deep sense of loss when she discovered the glacier wasn't there anymore.
Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the University of Washington Bothell, US, an idea for a class.
This term, she taught students on the Bothell campus about the emotional burdens of environmental studies. She used the experiences of Native American tribes(部落), scientists and activists, and asked her 24 students to face the reality that there is no easy fix — that “this is such an intractable problem that they're going to be dealing with it for the rest of their lives”．
Student Cody Dillon used to be a climate science skeptic (怀疑论者). Then he did his own reading and research, and changed his mind. Dillon wasn't going into environmental work — he was a computer-science major. Yet, the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration (恢复) projects.
Six months into the work, he decided that Atkinson's class was just what he was looking for — a place where he could discuss his concerns about a changing climate.
Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes.
“We are already changing the planet — so many species are going to be lost, displaced or massively impacted，” she said. “The future isn't going to be what they imagined.”
1. Why did the author mention the case of Fawn Sharp
A. To lay a basis for Fawn Sharp's further research.
B. To prove Fawn Sharp's work is similar to Atkinson's.
C. To lead into the issue of loss caused by climate change.
D. To show scientists' concern about the Mount Anderson glacier.
2. What's the main purpose of Atkinson's class
A. To explore how different people deal with climate change.
B. To get students more concerned about the environmental issue.
C. To find solutions to the environmental issue of Olympic Mountains.
D. To teach students how to conduct research about the environment.
3. Which of the following best explains “intractable” underlined in Paragraph 3
A. Simple. B. Difficult. C. Common. D. Interesting.
4. How did Atkinson's class influence Dillon
A. It made him work as a part-time volunteer for restoration projects.
B. It made him realise a planet-wide climate disaster would happen.
C. It encouraged him to be more involved in environmental protection.
D. It discouraged him to work on restoration projects for the environment.
B
Sasha Olsen, a fourth-grader at Pine Crest School in Fort Lauderdale, is working on releasing a book this summer to illustrate how the state of the oceans affects children.
The 10-year-old went on a trip last summer with her family to Vietnam and Japan. She was horrified at the ocean's pollution levels and dying sea animals. Back home she grew even more disturbed learning about the ocean conditions in South Florida. She sought the help of her cousin Narmina Aliyev. Together, they started a nonprofit, Iwantmyoceanback, in October.
Originally, the group started small, with friends coming together on weekends to clean the beaches in Bal Harbour. Recently, however, it has hosted events to raise funds for beach cleanups and donate to conservation groups. The nonprofit is also trying to broaden its base by tapping into YouTube and other social media.
Sasha has started a YouTube channel where she posts videos from events and has begun a web series called Table Talks. In it, she interviews people from different professions about the oceans. After the interview, she and her guest will create a painting, signed by the guest, which will be auctioned (拍卖) off to raise money to donate to conservation-based organisations.
Jencarlos Canela, a popular Cuban American singer and telenovela star, was one of Iwantmyoceanback's first followers and Sasha's first guest. Canela, who has 3.4 million followers on Instagram, posted about the experience. “Sasha, you can count on me from now on for anything
and congratulations on the work you're doing to keep our oceans clean.
You are so special and very talented！” he wrote.
Sasha and Aliyev hope to extend their work to neighbouring cities such as Hollywood and Miami Beach. “We really want to make ourselves visible and accessible to all，” said Aliyev, the nonprofit's vice president.
5. What do we know about Iwantmyoceanback
A. It was set up by Sasha's cousin.
B. It aims at ocean protection.
C. It was inspired by Sasha's domestic travel.
D. It organises cleanup activities in the neighbourhood.
6. How does Sasha raise money on social media
A. By calling on friends and relatives to donate.
B. By starting a YouTube channel and Table Talks.
C. By interviewing people from different professions.
D. By selling paintings created and signed by her guests.
7. What can we infer from Canela's post on Instagram
A. He is proud of being Sasha's first guest.
B. He is one of Iwantmyoceanback's first followers.
C. He is willing to make contributions to Sasha's project.
D. His followers on Instagram posted about their cleanup experiences.
8. What is the best title of the text
A. Sasha: a Popular Girl on the Social Media
B. Fourth-graders: Devoted to Beach Cleanups
C. A 10-year-old: Making a Difference to a Better Beach
D. A 10-year-old: Working on Releasing a Book This Summer
Ⅱ. 读后续写
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Winter and spring are always rainy in northwest Washington State. But this time the clouds outdid themselves, dipping the town of Oso in twice the usual rainfall.
When the sun at last shone on Saturday, Anna's three older kids ran outside to play with friends. Inside, Anna nursed their youngest, four-month-old Kristian. Suddenly Anna heard a sound — like the roar of a jet. The lights began to shine in an unsteady way. She rushed outside in
time to see a half-mile-wide tsunami (海啸) of mud and sand thundering down the hill toward them. Scared, Anna gathered everyone into the bedroom farthest from the falling hillside.
Kris, Anna's husband, a 31-year-old carpenter, was pulling woods with great effort when he got a hysterical (歇斯底里的) call from Anna.
“The mountain had fallen，” she cried. Houses had been swept away. He knew it was the landslide. The man sped back toward State Route 530 and home. But traffic on SR 530 had come to a stop. The highway and everything on both sides of it were covered with sand, fallen trees, and
chunks of what used to be home. A roof sat in the middle of what had been the road. Kris jumped out of the truck and ran along the highway. Almost immediately, the mud came up to his knees.
After stepping across fallen trees and pieces of walls, he heard a woman scream for help. As he followed the sound through mud that was now waist-high, he found the river was rising. Soon he had to climb over the house to reach the source of the cries, about 100 yards from the road.
He finally reached a dark-haired young woman buried under pieces of walls, furniture, and trees. Her head was bloody and she was holding a baby boy. The baby wasn't looking good, and the mother said she couldn't feel her own legs. Kris kept her talking while he pulled away the wood, metal, and furniture springs trapping the mother and child. At last, he was able to free them.
注意：续写词数应为 150 左右。
Meanwhile, Kris heard a man letting out a cry of pain from the ruins.
____________________________________________________________
____________________________________________________________
____________________________________________________________
With the rescue team now taking the lead in freeing the man, Kris
moved on to rushing home.______________________________________
参考答案
Ⅰ. 阅读理解
A
1-4 CBBC
B
5-8 BDCC
Ⅱ. 读后续写
Meanwhile, Kris heard a man letting out a cry of pain from the ruins.
Stepping toward the house, Kris sank into mud up to his shoulders. His arms and legs were immobilised, but finally he managed to slowly twist his way out of the mud and continued toward the destroyed house. He spotted a man buried in the remnants of the house, whose face was covered with blood. He was buried too deeply for Kris to free him. So Kris climbed up on the roof, found the search and rescue team, and led them to the buried man.
With the rescue team now taking the lead in freeing the man, Kris moved on to rushing home. Hours later, Kris finally reached home and the mud had stopped. He looked around the destroyed house, failing to spot Anna and the kids. Desperate to find them, he checked all cars and houses
nearby and then ran back toward the rescue centre along State Route 530.
Not long after he arrived, the carpenter saw Anna's car coming down the road. Anna pulled over, leaped out, and ran to him. He folded her in his arms close. Softly, he spoke, “Let's go home, Anna.”